LOS APORTES TEÓRICOS Y METODOLÓGICOS DE LA ETNOMATEMÁTICA A LA EDUCACIÓN DE LAS PERSONAS CON SÍNDROME DE DOWN EN BRASIL

Resumen

The following work deals with the theoretical and methodological contributions of research in Ethnomathematics for the education of people with Down Syndrome (DS) in Brazil. The main objective is to analyze the literature in Ethnomathematics that deals with the topic. To this end, bibliographic publications were considered that link Ethnomathematics and inclusive education, especially for students with DS. To this end, the identification and location of bibliographies occurred through internet search engines in open databases, with emphasis on Google Scholar, IFPI Academic Institutional Base (BIA), Digital Library of Theses and Dissertations (BDTD), Revista International Ethnomathematics. The literature indicates that pedagogical practices referenced in Ethnomathematics contribute to the knowledge of any person in any culture, based on this, it can be said that these qualities of Ethnomathematics help students with DS, because due to their cognitive characteristics it is more interesting for them to see mathematics being applied in their daily lives and its relationship with the content seen in the classroom, since for students with DS, simply memorizing lines, as is most often done in the regular classroom, is not at all interesting for them .